Abstract:

Classroom introduction is the starting link of classroom teaching and plays a key role in the teaching effect of the whole class. Classroom introduction skill is an essential ability for pre-service teachers. Based on classroom observation and analysis of study cases, the author summarizes some typical problems of classroom introduction of pre-service chemistry teachers, such as simple stacking of situational materials, excessive use of negative materials, and tedious introduction design. In addition, attribution analysis is carried out from three aspects, namely, ignoring the function of introduction, insufficient understanding of subject value, and inadequate grasp of skill elements and designing principles. At the same time, combined with the analysis of demonstration cases, the countermeasures are put forward to guide the pre-service chemistry teachers to improve their classroom introduction skills.

Key words: Pre-service chemistry teachers, Classroom introduction, Existing problems, Countermeasures